Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

  • Authors:

  • Tsung-Yu Liu;Yu-Ling Chu

  • Affiliations:

  • Dept. of Multimedia and Game Science, Lunghwa University of Science and Technology, Taoyuan, No. 300, Sec. 1, Wanshou Rd., Guishan, Taoyuan county 333, Taiwan, ROC;Dept. of Electrical Engineering, National Taipei University of Technology, No. 1, Sec. 3, Chung-hsiao E. Rd., Taipei, 10608, Taiwan, ROC

  • Venue:
  • Computers & Education
  • Year:
  • 2010

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Abstract

This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and context-aware learning. Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. The curriculum, entitled 'My Campus', included three learning activities, namely 'Campus Environment', 'Campus Life' and 'Campus Story'. Participants included high school teachers and juniors. During the experiment, tests, a survey, and interviews were conducted for the students. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. They further revealed a positive relationship between learning outcomes and motivation.